Investigating the practices of inclusive education in public Technical Colleges in Malawi: a case of Soche Technical College

Abstract

This study investigated the practices of inclusive education in public technical colleges in Malawi. The study was undertaken at Soche Technical College as a case study. This study was conducted in order to evaluate how inclusive education has been practiced in public technical colleges. This study intends to extend our understanding of the practices and effectiveness of inclusive education in Malawi’s public technical colleges. This study was based on feminist disability theory of universal design as a framework. The research design, methodology and the data collection instruments were structured according to this theoretical framework. A qualitative case study design was used. The research philosophy that informed this study was phenomenology. The target population was 71 which included both teachers and students with special needs. Purposive method of sampling was used to draw the sample. Data collection was through interviews, observations and focus group discussions. The meaning of the data was achieved by using thematic analysis. The findings of the study were examined and interpreted guided by the feminist disability theory of universal design framework. The study revealed that successful implementation of inclusive education at Soche Technical College is challenged by lack of adequate resources and facilities. This situation posed significant barriers to the effective practices of inclusive education at the college. Therefore the study suggests that before enrolling students with special needs in regular colleges; it is vital to ensure that they acquire all the necessary resources, support and services. Teachers also need to be provided with enough resources and support, as well as being equipped with relevant skills and knowledge for implementing inclusive education.